ABSTRACT
OBJECTIVE: The objective of this study was to investigate the reliability and validity of the Developmental Milestones Questionnaire of the Survey of Wellbeing of Young Children Brazilian version (DM-SWYC-BR) and establish the preliminary norms to identify suspected developmental delay in Brazilian children up to 65 months. METHODS: A psychometric study was conducted on 1535 children from 3 Brazilian regions. The caregivers answered the Brazilian Portuguese cross-culturally adapted version of the DM-SWYC. We calculated the internal consistency and performed an exploratory factor analysis (EFA). The clinical threshold for the suspected developmental delay was set at 85% from the DM-SWYC-BR mean score for each age. The prevalence of suspected delay was calculated using current preliminary cutoffs and original norms. RESULTS: EFA confirmed the unidimensionality of the DM-SWYC-BR items (average variance extracted = 0.78). Cronbach's alpha was 0.97. At most ages, the difference between the cutoff points in the Brazilian and North American samples was lower than or equal to 2 points, except at 18, 23, 29, 44, 45, 46, and from 54 to 58 months. There was a marked divergence in the prevalence of suspected developmental delay by age ranges using the Brazilian or North American cutoff points. However, the general mean prevalence was quite similar (27.5% vs. 28.2%, respectively). CONCLUSIONS: We established the cutoff points to interpret the DM-SWYC-BR results when screening for developmental delays in Brazilian children. The satisfactory psychometric properties support its use for screening developmental delays in the public health system. Reliable assessment tools are critical to promoting child development effectively, ensuring timely intervention.
Subject(s)
Ethnicity , Child , Humans , Child, Preschool , Infant , Brazil/epidemiology , Reproducibility of Results , Psychometrics , Surveys and QuestionnairesABSTRACT
A Síndrome de Burnout (SB) é um processo de cronificaçãoemocional do estresse laboral. A Representação Social (RS) é a formacomo a sociedade expressa a sua realidade. Buscou-se conhecer operfil sociodemográfico e a representação social dos docentes comSB, na dimensão da Exaustão Emocional (EE). Tratou-se de estudoexploratório e qualitativo com 06 docentes com diagnóstico de SB nadimensão da EE. Utilizou-se o questionário de Maslach (MBIEd)e entrevista semiestruturada com questões norteadoras, no períodode outubro a dezembro de 2010 com aprovação 276/2009 do Comitêde Ética da UNIFOR. Constam os resultados: 05 docentes dosexo masculino e 01 sexo feminino; sendo 03 casados, 02 solteirose 01 divorciado; a idade média de 37,8 anos; o tempo de docência9,1 anos e a escolaridade foi mestre (04 docentes). A análise dossignificados identificou 04 categorias: Relacionamento, expressa asrelações interpessoais; Tempo, relata a dificuldade de administração;Atividade Profissional, expressa o ato de ser professor; e Estresse,expressa os efeitos da docência. Observou-se uma relação diretacom os professores e o reconhecimento de uma realidade desconhecida,sujeitando-os a dificuldades no diagnóstico e tratamentoda síndrome, requerendo ações e medidas de prevenção e educaçãojunto aos docentes e a IES.
The Burnout Syndrome (SB) is the process of becoming chronicemotional stressed in work settings. The Social Representation(RS) is the way in which society expresses its reality. We soughtto understand the socio-demographic and social representation ofteachers with SB, through the dimension of Emotional Exhaustion(EE). It was an exploratory and qualitative research with 06teachers diagnosed with SB inside the scope of EE. We used thequestionnaire Maslach (MBI-Ed) and semi-structured interviewswith leading questions, from October to December 2010 withapproval 276/2009 of the Ethics Committee at UNIFOR. Theresults consist of: 05 male teachers and 01 female, being married03, 02 single and 01 divorced, the average age 37.8 years-old; timeteaching and schooling was about 9.1 years, Masters degree (04teachers). The analysis identified 04 categories for the results: Relationshipexpresses interpersonal relationships; Time, describes thedifficulties of administration; Professional Activity expresses the actof being a teacher, and stress, the effects of explicit teaching. Therewas a direct relationship with the teachers and the recognition ofan unknown reality, subjecting them to adversities for the diagnosisand treatment of the syndrome, requiring actions and measures forprevention and education among teachers and IES.
